Tag Archives: qualifications

The only way is up

Whilst I’ve not worked in the HE sector for about four years now, I still like to keep an eye on what’s going on. And I see the grade inflation debate is continuing.

UK universities to hold inquiry into degree awards policies
The report led by the Quality Assurance Agency for Higher Education concludes that while it is difficult to pinpoint the causes, perceptions of grade inflation could erode the usefulness of honours degree classes and undermine confidence in academic standards.

Perhaps the lecturers and students are just getting cleverer?

The report found that improvements in student performance, better teaching and increased efficiency “only explain a certain proportion of the uplift” in degree classes.

I wonder what could be causing this, then.

Public attitudes, including employers’ perceptions that first and 2:1 degrees are “good” degrees, may also act as incentives. Noting that institutions with a high proportion of upper degrees receive a boost in some league table, the report said: “Where competition to attract students is high, institutions have an incentive to perform well in league tables.”

Ah.

When I was a university Deputy Registrar, I was involved in Professor Bob Burgess’s nationwide HEAR implementation group, established, in part, to tackle this 2:1 issue.

HEAR: Higher Education Achievement Report
The Higher Education Achievement Report (HEAR) is designed to encourage a more sophisticated approach to recording student achievement, which acknowledges fully the range of opportunities that higher education institutions in the UK offer to their students. The HEAR was launched in 2008 (with 18 institutions) following recommendations that universities needed to be able to provide a more comprehensive record of student achievement.

Is that still a thing? (I note the © notice in their website footer is now three years out-of-date.) It’s a shame if it’s fallen away somewhat, as some of us thought it might, as it had some lofty aims. I was always frustrated, though, that it fell short of pushing for a replacement to the classification system that it deemed to be “no longer fit for purpose”.

Beyond the honours degree classification: Burgess Group Final Report October 2007 (pdf)
The diagnosis presented by the Scoping Group was simple – and one with which we swiftly concurred – the UK honours degree is a robust and highly-valued qualification but the honours degree classification system is no longer fit for purpose. It cannot describe, and therefore does not do full justice to, the range of knowledge, skills, experience and attributes of a graduate in the 21st century. Exploring how to reform or replace the classification system has not been easy. We have conducted extensive work to develop a practical set of proposals upon which we are all agreed.

One method I use to try to keep up-to-date with HE politics is to read Wonkhe, a website for “higher education wonks: those who work in and around universities and anyone interested and engaged in higher education policy, people and politics.”

This was their take on the HEAR, from 2007.

Degree classifications: just too good to lose
The report basically accepts that changing the traditional degree classification system is just too darn difficult and that we can only get round it by adding a new and improved transcript (with a new name – HEAR) to provide lots of extra info. […] Not the finest example of progressive thinking from UK universities. What proportion of students have to get a 2:1 before we change the system? Will anyone go it alone?

They have quite a few articles on grade inflation for me to catch up with; this debate has been churned over for a while now.

UK degree algorithms: the nuts and bolts of grade inflation (July 2018)

Signals for some or benefit for all: grade inflation in context (June 2018)

Bang! – grade inflation in TEF3 (June 2018)

Criteria or quotas for success? Grade inflation and the role of norm-referencing (June 2018)

Grade inflation: a clear and present danger (May 2018)

Taking on grade inflation in UK higher education (January 2018)

Are today’s degrees really first class? (January 2018)

Grade inflation could be the next battleground for higher education (January 2018)

‘Too many Firsts’ mean another discussion of GPA (October 2017)

Below standard: grade inflation in TEF (September 2017)

Another false dawn for Grade Point Averages? (June 2016)

REF results marred by fears over grade inflation (December 2014)

Yes, year 11 exams are challenging; that’s the idea

Tom Sherrington on the need for balance and pragmatism when considering school exams.

GCSE Exams: Keeping a proportionate positive perspective.
Despite the fact that we’ve been running Y11 exams in one form or another for decades, there is always a fairly strong undercurrent in the discourse around the annual exam season characterised by a sense of injustice and unreasonableness. […]

This recent article by Simon Jenkins is a classic example of this kind of anti-exam hysteria. It’s so way over the top, it’s hard to take any of the arguments seriously.

Let me restore some balance.

My son’s just about finished his year 11 exams, and I’ve been very proud of his attitude towards them. He’s really taken to heart the maxim, ‘you get out what you put in’.

In my view there is a healthy pressure and work ethic that endpoint assessments generate. As a parent I’ve been quite happy to see my kids work really hard – super hard – for several months, motivated by the desire to succeed; to be ready to do their best. I totally reject the idea that this is intrinsically unfair or unhealthy or that the kind of exam revision required to get top GCSE grades is superficial and temporary. Would our kids know more in five years’ time if they hadn’t sat their exams – no! They’d know much less. They have much greater chance of remembering knowledge having had to revise extensively. This is particularly true, for both of my children and countless students I’ve taught, because the exam revision process had yielded multiple lightbulb moments. The intensity of study suddenly brings things together that were only half understood before.

Fake degrees still big business

The scale of this still astounds me. All the work that goes into administering and assuring our degrees – let alone the work the students themselves undertake – is put in jeopardy if these fraudulent qualifications are not challenged.

Fake degrees, real news
But as this recent File on Four investigation by the BBC demonstrated, this Diploma Mill business is still booming and, according to the report, over 3,000 fake qualifications have been sold to individuals (and in one case a company) in the UK out of a worldwide total of 215,000 which netted a profit in excess of £37m in 2015. It seems that the investigation in Pakistan has ground to a halt “amid claims of government corruption” and sales are continuing, but now with a new twist: extortion.

Belltown University? Queens Bay University? Just two from a very long list indeed.